An Inclusive College Experience: Temple University

1
An Inclusive College Experience Temple
Universitys Academy for Adult Learning

• Kathleen McNamara Miller
• Susan Richmond

2
The Need for Post Secondary Options

• Almost 40 of students drop out of school before
  their 18th birthday
• Few students pursue additional education after
  high school
• 90 live with parents well after their 25th
  birthday
• Socially isolated
• 30 are arrested within three years after leaving
  high school
• Over 90 are underemployed or unemployed
• Employment of youth with disabilities
  after High School. In M. Wagner,L. NewmanR.
  CanutoLife outside the classroom for Youth with
  disabilities. Areport form the National
  Longitudinal Transition Study

3
What Do We Know?

• Most students know little about their career
  options
• Fewer know anything about their own talents
• Uninformed about how they should be prepared
• Not prepared for post high school options
• Frank R. Rusch, Ph.D. ,Beyond High School
  Preparing Adolescents for Tomorrows Challenges
  Lecture April 2006

4
What Else Do We Know?

• 40 of young adults are part of a growing number
  of individuals who are not working or going to
  school
• Frank R. Rusch, Ph.D. ,Beyond High School
  Preparing Adolescents for Tomorrows Challenges
  Lecture, April 2006

5
Why Mental Retardation Services?

• Administrative entity responsible for the
  provision of supports and services to gt12,000
  persons with mental retardation in Philadelphia,
  PA
• History of working with Community College of
  Philadelphia and Holy Family University

6
Why Temple University?

• Tradition of Diversity
• Founded in 1884 by Dr. Russell H. Conwell who
  spoke of finding diamonds in the rough in our
  own backyard
• Russell H. Conwell, Acres of Diamonds Lecture,
  1870

7
Why Temple University?

• The Institute on Disabilities, a University
  Center for Excellence is an integral part of the
  University, in the College of Education for gt30
  years.

8
Initial Thinking About the Academy

• What the College should look like
• The Participants define the types of supports
  needed
• Outcomes are individualized
• Need to look at models that work
• Self determination leads the way

9
Initial Thinking About the Academy

• What is meant by an Authentic College Experience
• True Learning
• Having Friends
• No segregated classes
• Feeling part of the university community

10
Structure of the Academy

• 11 young adults with intellectual disabilities
  who receive supports from Philadelphia Mental
  Retardation Services

11
Structure of the Academy

• Desire to participate in the Academy
• Commit to attend for four semesters
• Commitment to attend classes and activities of
  their choice on campus

12
Structure of the Academy

• Matched with other college students who would be
  employed to act as mentors in academic and social
  areas

13
Structure of the Academy

• Attend a weekly seminar to
• Explore Career possibilities and options
• Explore issues about college life

14
Structure of the Academy

• Attend a weekly seminar to
• Create friendships and support networks
• Problem solve
• Network

15
The Evolution of the Academy

• Fall 2005 19 Applicants
• Fall 2006, 10 Applicants
• Interviews held
• 15 standard questions asked including
• past educational experience
• current activities
• reasons for wanting to participate
• goals and dreams

16
The Evolution of the Academy

• Fall 2005 and Temple students were recruited,
  interviewed and selected as mentors
• December 2005
• 10 Academy students selected 3 women and 7 men
• Person Centered Planning done for each student
  to develop ideas for an action plan

17
The Academy Begins!!!

• January 9 to 15, 2006 Orientation week
• Kick off welcoming reception
• Temple Orientation Office takes charge
• Temple Owls conduct campus tour
• Sign up for Temple ID Cards
• Mentors only day
• Variation of speed dating for student/mentor
  match

18
The Academy Begins!!!

• Class selection
• Typical university classes
• Intro to African American Studies
• Contemporary Aspects of Disabilities

19
The Academy Begins!!!

• Pan African Studies Community
• Education Programs (PASCEP)
• Intro to Computers
• Basic Skills Math and Writing
• Conversational Spanish
• American Sign Language
• Actors studio
• Line Dancing

20
Seminar

• Weekly class 1030 to 330
• Academy Students available mentors
• Topics include
• Classroom expectations and etiquette
• Campus safety
• Life balance
• Learning Styles
• Career exploration
• Healthy Sexuality
• Leadership and Self Advocacy

21
Mentor Relationships

• Students and mentors have participated
• in a variety of activities on campus
• Basketball games
• Movies
• Tech Center
• Gym
• Hanging out
• Classes

22
Evaluation

• Evaluation
• Students mentors are assessed at baseline and
  periodically during the and after the program
• Course instructors are evaluated using formative
  and summative performance feedback
• Program components are evaluated and monitored

23
Successes
24
Fall 2006 Semester

• Expectations for the students more clearly
  defined
• More in depth person centered planning
• More structured Seminar - Syllabus, homework,
  and final project
• Orientation expanded to one week with students,
  one week with mentors

25
The Future

• Providing technical assistance to faculty who are
  willing to modify and adapt their curriculum to
  include Academy students
• Navigating more easily through the university
  bureaucracy for non matriculated students